Flipping the classroom and student learning outcomes: Evidence from an international economics course

Abstract

This study applies a flipped classroom format to an international economics course. A fully-flipped format where class-time is devoted to group exercises, experiments and other active learning activities is developed and course material is delivered outside of class. In my quasi-experiment, two sections of the course were taught using this flipped format (treatment) and another two were taught using a traditional lecture (control) with measures of student interest, achievement and attendance collected. Students in the flipped sections were more interested, prepared and participated more in class. In contrast, the evidence shows that those same students attended class less often and may have achieved higher grades. Taken together, the results suggest that the flipped format may increase learning productivity and result in lower attendance for similar grades.